Application of Problem-Based Learning in Accounting to Improve Learner Performance, O.R. Tambo District, Eastern Cape

This study aims to apply problem-based learning methods and investigate the effectiveness of Problem-Based Learning (PBL) in improving learner performance in accounting education within the O.R. Tambo District. The study used a mixed-methods research design that combined quantitative and qualitative data collection techniques. To compare learners when exposed to PBL and when taught through traditional methods on academic performance, quantitative data were collected through pre- and post-assessment tests. A qualitative approach was also taken to explore the perceptions and experiences of educators and learners in relation to PBL through interviews and focus groups. The results showed that, in addition to receiving positive feedback from the class, problem-based learning outshone the traditional approach in improving students’ critical thinking, problem-solving, and understanding of accounting concepts. The results of this study add to the body of information already available regarding PBL’s efficacy in accounting education, especially in the setting of South Africa. Additionally, the study intends to offer useful perspectives and suggestions on how to apply PBL to improve accounting student performance for educators and policymakers in the O.R. Tambo District and elsewhere. With the help of PBL, learners can develop their critical thinking, problem-solving abilities, and understanding of accounting topics, which will equip them to succeed in the accounting industry and make valuable contributions to the economy. Keywords: Problem-Based Learning, Accounting Education, Learner Performance